This article was downloaded by: [University of North Carolina]On: 15 July 2014, At: 14:38Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

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Best Practices in Clinical Supervision:Evolution of a Counseling SpecialtyL. DiAnne Bordersa, Harriet L. Glosoffb, Laura E. Welfarec, Danica G.Haysd, Lorraine DeKruyfe, Delini M. Fernandof & Betsy Pageg

a University of North Carolina at Greensboro, Greensboro, NorthCarolina, United Statesb Montclair State University, Montclair, New Jersey, United Statesc Virginia Polytechnic Institute and State University, Blacksburg,Virginia, United Statesd Old Dominion University, Norfolk, Virginia, United Statese George Fox University, Newberg, Oregon, United Statesf University of North Texas, Denton, Texas, United Statesg Kent State University, Kent, Ohio, United StatesPublished online: 13 Jun 2014.

To cite this article: L. DiAnne Borders, Harriet L. Glosoff, Laura E. Welfare, Danica G. Hays, LorraineDeKruyf, Delini M. Fernando & Betsy Page (2014) Best Practices in Clinical Supervision: Evolution of aCounseling Specialty, The Clinical Supervisor, 33:1, 26-44, DOI: 10.1080/07325223.2014.905225

To link to this article: http://dx.doi.org/10.1080/07325223.2014.905225

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Best Practices in Clinical Supervision:Evolution of a Counseling Specialty

L. DIANNE BORDERSUniversity of North Carolina at Greensboro, Greensboro, North Carolina, United States

HARRIET L. GLOSOFFMontclair State University, Montclair, New Jersey, United States

LAURA E. WELFAREVirginia Polytechnic Institute and State University, Blacksburg, Virginia, United States

DANICA G. HAYSOld Dominion University, Norfolk, Virginia, United States

LORRAINE DEKRUYFGeorge Fox University, Newberg, Oregon, United States

DELINI M. FERNANDOUniversity of North Texas, Denton, Texas, United States

BETSY PAGEKent State University, Kent, Ohio, United States

A number of developments have marked the evolution of clinicalsupervision as a separate specialty since publication of theStandards for Counseling Supervisors in 1990, including accred-itation and counselor licensure standards, supervisor credentials,and research on supervision practice and supervisor training,nationally and internationally. Such developments culminated inthe development of a statement of Supervision Best PracticesGuidelines. The Guidelines are described, followed by suggestionsfor their implementation and further evolution through research.

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Address correspondence to L. DiAnne Borders, P.O. Box 26170, Department of Counselingand Educational Development, University of North Carolina at Greensboro, Greensboro, NC27402, USA. E-mail: borders@uncg.edu

The Clinical Supervisor, 33:26–44, 2014Copyright © Taylor & Francis Group, LLCISSN: 0732-5223 print/1545-231X onlineDOI: 10.1080/07325223.2014.905225

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KEYWORDS clinical supervision, best practices, supervisor training

INTRODUCTION

Publication of the Standards for Counseling Supervisors (Association forCounselor Education and Supervision [ACES], 1990) marked the counselingprofession’s recognition of clinical supervision as a separate specialty, requiringspecialized training and credentialing and warranting focused attention fromcounselor educators, administrators, accreditation bodies, and licensureboards. The Standards outlined core areas of knowledge, competencies, andpersonal traits of effective supervisors as well as recommendations forsequential training experiences and professional development activities.Several other documents, including a training curriculum guide (Borderset al., 1991) and ethical guidelines (ACES, 1993; now subsumed in the AmericanCounseling Association [ACA], 2005 Code of Ethics) provided additional detailsfor implementing the Standards.

The specialty of clinical supervision has continued to evolve, and a numberof notable developments within the counseling profession have been achievedsince the Standards were published. The National Board for CertifiedCounselors (NBCC, 1997) created the Approved Clinical Supervisor (ACS)credential, the American Association of State Counseling Boards (AASCB)endorsed anApproved SupervisorModel (AASCB, 2007), and theCommissiononRehabilitation Counselor Certification (CRCC) revised guidelines for supervisionin its 2010 ethical code. In addition, by 2010, 26 states in the United States hadestablished regulations regarding training for supervisors of licensure applicants(ACA, 2010), or had created an additional certification (e.g., North Carolina Boardof Licensed Professional Counselors, 2010; Virginia Board of Counseling, 2011).As a result, a number of supervision training materials have been published,including textbooks,DVDs, onlinemodules, andhomestudycourses formaster’s-level practitioners, designed to complement instruction in supervision in doctoralprograms accredited by the Council for Accreditation of Counseling and RelatedEducational Programs (CACREP), required since 1988 (Dye & Borders, 1990).

Similar developments have occurred in other professions with increasingawareness of the pivotal role that clinical supervision has in promoting counselordevelopment across the professional life span, positive client outcomes, andeffective agency functioning. For example, competency statements have beencreated for supervisors of clinical social workers (American Board of Examinersin Clinical Social Work, 2004), clinical psychologists (Falender et al., 2004), andsubstance abuse clinicians (U.S. Department of Health and Human Services,2007). An international interdisciplinary conference has been held annually foreight years (http://socialwork.adelphi.edu/clinicalsupervision). Supervision alsohas received increasing attention in other countries. The Psychology Board of

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Australia recently proposed approved supervisor training and mandatory peerconsultation-supervision for practitioners to maintain their registration, andThe British Psychological Society introduced a voluntary register of accreditedclinical psychology supervisors in 2009 (Gonsalvez & Milne, 2010). In addition,efforts to create evidence-based guidelines for conducting supervision(e.g., Milne & Dunkerley, 2010) and training supervisors (Borders, 2010;Tebes et al., 2011) also have been reported.

Such developments have been possible due to the explosion ofsupervision research conducted in the United States and internationally withinnumerous mental health and health sciences professions, including counsel-ing. Although the increased knowledge about effective supervision practiceand supervision training is laudable, it also can be overwhelming for thesupervision practitioner. Not surprisingly, counselors increasingly haverequested help understanding implications of research for their supervisionpractice. Similarly, respondents to a 2002 ACES survey asked for more specificguidance for their everyday supervision practices (ACES Taskforce on BestPractices in Clinical Supervision, 2011).

In response to this need, ACES appointed a taskforce to compile astatement of best practices that would provide more specific guidelines forsupervisors. Members of the taskforce, who represented a range of counselingspecialties and settings, followed a systematic procedure in writing theguidelines, a “best available evidence” approach (Petticrew & Roberts, 2006), inconstructing the statements of best practices. They began by conducting acomprehensive review of qualitative and quantitative research findings fromacross the helping professions regarding the conduct of supervision andsupervision training. As relevant, they also drew from established tenets oflearning theory and pedagogy, including their application within counseloreducation (e.g., goal setting, formative and summative evaluation). Taskforcemembers also reviewed relevant legal precedents (e.g., due process) anddocuments endorsed by a range of professional organizations (e.g., ethicalcodes, accreditation standards), as well as “best judgments” commonly espousedin the literature. They presented a draft document for feedback during openmeetings at national and regional ACES conferences and solicited commentsfrom supervisors in various settings, including schools and community agencies.The resulting document, Best Practices in Clinical Supervision, thus reflects anextensive review of interdisciplinary research, expert consensus in professionalliterature, legal precedents, input from a range of supervision practitioners, andconsensus of taskforce members. Each section reflects some combination ofthese approaches, as even when there was fairly decisive empirical support(e.g., the central importance of the supervisory relationship), some translation ofthe results into best practice terminology was needed. The Supervision BestPractices Guidelines are provided in the Appendix; the full taskforce report canbe accessed at (http://www.acesonline.net/wp-content/uploads/2011/10/ACES-Best-Practices-in-clinical-supervision-document-FINAL.pdf).

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CONTENT OF THE SUPERVISION BEST PRACTICES GUIDELINES

Best practices in clinical supervision for 12 areas were identified, includingvarious stages of the supervision contract (e.g., initiating supervision, goalsetting, conducting supervision sessions, providing feedback, choosing asupervision format, conducting evaluations); dynamics of the supervisoryrelationship, particularly resistance, conflict, boundaries, and power; diversityand advocacy considerations for the full range of cultural factors; ethicalconsiderations and documentation. In the final two sections, characteristics,attitudes, and behaviors of the competent supervisor are outlined andcomponents of effective supervisor preparation, including didactic instructionand supervised practice, are described.

IMPLEMENTATION OF THE SUPERVISION BEST PRACTICESGUIDELINES

Importantly, the guidelines are best practices rather thanminimally acceptablepractices. They are intended to support supervisors in their work and augmenttheir judgment as they strive to protect client welfare while meeting theprofessional development needs of supervisees. Accordingly, they are notmeant to replace supervisors’ clinical judgment, and are designed tosupplement, not supplant, the ACA Code of Ethics (2005). For example,counseling supervisors are instructed in standard F.4.a. of the Code toincorporate the principles of informed consent into their supervision practices.Section 1 of the Best Practices Guidelines provides detailed information aboutwhat sound informed consent supervisory practices entail. The real benefit ofthe guidelines, however, is dependent on their implementation in counseloreducationprogramsandpractice settings. Revising current supervisorypracticesto align with the Best Practices Guidelines need not be time- or resource-intensive. Following are some suggestions for beginning implementation.

Improving clinical supervision in counselor education programs mayproduce the biggest dividends, as this is a point of connection with all futurecounselors and counselor educators. First, counselor educators could reviewcurrent program policies and procedures related to supervision to assess howwell they match the Best Practices Guidelines. They also can share thedocument with site supervisors and provide training to help site supervisorsadhere to the best practices. Such training should be a priority, as a largenumber of counseling professionals who provide clinical supervision aremaster’s-level clinicians who have never received formal supervision trainingthemselves (Glosoff, Durham, & Whittaker, 2011; Nelson, Johnson, &Thorngren, 2000; Studer, 2005). For areas that need development, in eitherpreparation programs or affiliated field placement sites, counselor educatorscan use the best practices document to create a strategic plan for revisions and

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advocate with administrators for needed resources. Those involved insupervisor training can evaluate current training practices and revise coursecontent and supervised practice based on the guidelines; relevant guidelinesmight be translated into a form to evaluate supervisors-in-training or to seekfeedback from practica and internship students about their supervisionexperiences. Finally, counselor educators can conduct a self-assessment basedon the guidelines in the “supervisor” section of the Best Practices Guidelines,and monitor their supervision work by referring to other sections periodically.Alternatively, self-assessments could become the basis for forming peersupervision of supervision and peer consultation arrangements to encouragefurther professional development.

Practicing counselors in all settings can use the document to advocate forthe supervision they need to be effectivewith their clients. Most state counselingboards require applicants to accrue many more hours of post-master’ssupervision than they received during graduate training and often allowsupervision hours to count toward some continuing education requirements(ACA, 2010), so investment in supervision in counseling practices is essential.Agency counselors can evaluate agency policies regarding the conduct ofsupervision, complete self-assessments, identify areas for continuing educationor ongoing supervision (of supervision) for themselves or the counseling staff,and advocate for resources to help the agency apply best practices. Agencyadministrators may use the document as a resource when developingsupervisor training programs and supervisor evaluation procedures.

School counselors, who often lack opportunities for clinical supervision,could use the guidelines as a blueprint to establish peer supervision groups aswell as their work with school counselors-in-training. Counselor educationprogram faculty could provide assistance to individual schools or schooldistricts in creating such initiatives. Again, the document might be helpful inadvocating for resources to support these efforts or to create otheropportunities for receiving quality clinical supervision.

At a more systemic level, the Best Practices Guidelines are relevant torevisions of accreditation standards for clinical supervision practice andsupervisor training, and also for reviewing licensure regulations regardingsupervision of licensure applicants. Professional counseling associations mightbe encouraged to include presentations and workshops on clinical supervisionduring their annual conferences.

CONCLUSION

Although our knowledge concerning best practices in clinical supervisionhas evolved substantially since 1990, further development and expandedimplementation is needed. We hope the Supervision Best Practices Guidelinesoffer the foundation for such efforts, including expanded accreditation and

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credentialing efforts, designs for supervision training programs, and ongoingprofessional development activities for counselor educators, practitioners,and students. Although developed for the counseling profession, we alsohope the Best Practices Guidelines are informative for similar efforts in otherhelping professions.

Importantly, further evolution of our knowledge of clinical supervisionmust be informed by research on supervision practice and supervisor training.The Best Practices Guidelines can be the basis for such research, as its tenetscan be further tested in counselor education programs and throughpartnerships with practitioners in agencies, schools, colleges, and otherpractice sites. Continued research on counselor development, supervisordevelopment, effective supervision practice, and client outcomes are criticalfor building our knowledge base of clinical supervision. Such efforts will helpbuild the legacy of improved supervision, as supervisees receive best practicesand then provide the same to their own supervisees.

REFERENCES

American Association of State Counseling Boards. (2007). Approved supervisor model.Retrieved from http://www.aascb.org/aws/AASCB/asset_manager/get_file/37297

American Board of Examiners in Clinical Social Work. (2004, October). Clinicalsupervision: A practice specialty of clinical social work. Salem, MA: Author.

American Counseling Association. (2005). Code of ethics. Alexandria, VA: Author.American Counseling Association. (2010). Licensure requirements for professional

counselors: A state-by-state report. Alexandria, VA: Author.Association for Counselor Education and Supervision. (1990). Standards for counseling

supervisors. Journal of Counseling & Development, 69, 30–32.Association for Counselor Education and Supervision. (1993). Ethical guidelines for

counseling supervisors. Alexandria, VA: Author.Association for Counselor Education and Supervision Taskforce on Best Practices in

Clinical Supervision. (2011, April). Best practices in clinical supervision. Retrievedfrom www.acesonline.net/wp-content/uploads/2011/10/ACES-Best-Practices-in-clinical-supervision-document-FINAL.pdf

Borders, L. D. (2010). Principles of best practices for clinical supervisor trainingprograms. In J. R. Culbreth & L. L. Brown (Eds.), State of the art in clinicalsupervision (pp. 127–150). New York, NY: Routledge.

Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P., & Nance, D. W.(1991). Curriculum guide for training counseling supervisors: Rationale,development, and implementation. Counselor Education and Supervision, 31,58–80. doi: 10.1002/j.1556-6978.1991.tb00371.x

Commission on Rehabilitation Counselor Certification. (2010). Code of professionalethics for rehabilitation counselors. Schaumburg, IL: Author.

Dye, H. A., & Borders, L. D. (1990). Counseling supervisors: Standards for preparationand practice. Journal of Counseling & Development, 69, 27–32. doi: 10.1002/j.1556-6676.1990.tb01449.x

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Falender, C. A., Cornish, J. A. E., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G.,. . . Grus, C. (2004). Defining competencies in psychology supervision: A consensusstatement. Journal of Clinical Psychology, 60, 771–785. doi: 10.1002/jclp.20013

Glosoff, H. L., Durham, J. C., & Whittaker, J. E. (2011). Supervision to preparecounselors as leaders and social justice advocates. In C. Y. Chang, C. A. BarrioMinton, A. Dixon, J. E. Myers, & T. J. Sweeney (Eds.), Professional counselingexcellence through leadership and advocacy (pp. 185–205). New York, NY:Routledge.

Gonsalvez, C. J., & Milne, D. L. (2010). Clinical supervisor training in Australia:A review of current problems and possible solutions. Australian Psychologist, 45,233–242. doi: 10.1080/00050067.2010.512612

Milne, D., & Dunkerley, C. (2010). Towards evidence-based clinical supervision: Thedevelopment and evaluation of four CBT guidelines. The Cognitive BehaviourTherapist, 3, 43–57. doi: 10.1017/S1754470X10000048

National Board for Certified Counselors: Center for Credentialing Education. (1997).Approved clinical supervisor. Retrieved from www.cce-global.org/credentials-offered/acs

Nelson, M. D., Johnson, P., & Thorngren, J. M. (2000). An integrated approachfor supervising mental health counseling interns. Journal of MentalHealth Counseling, 22, 45–59. Retrieved from http://www.amhca.org/news/journal.aspx

North Carolina Board of Licensed Professional Counselors. (2010). Licensedprofessional counselor supervisor. Retrieved from http://www.ncblpc.org/application-info/lpcs

Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: Apractical guide. Malden, MA: Blackwell.

Studer, J. R. (2005). Supervising school counselors-in-training: A guide for fieldsupervisors. Professional School Counseling, 8, 353–359. Retrieved from http://www.schoolcounselor.org/

Tebes, J. K., Matlin, S. L., Migdole, S. J., Farkas, M. S., Money, R. W., Shulman, L., &Hoge, M. A. (2011). Providing competency training to clinical supervisors throughan interactional supervision approach. Research on Social Work Practice, 21,190–199. doi: 10.1177/1049731510385827

U.S. Department of Health and Human Services. (2007). Competencies for substanceabuse treatment clinical supervisors (TAP Series 21-A). Rockville, MD: Author.

Virginia Board of Counseling. (2011). Application for licensed professional counselor.Yorktown, VA: Author.

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APPENDIX: SUPERVISION BEST PRACTICES GUIDELINES

1. Initiating Supervisiona. The supervisor engages in sound informed consent practices in the initial supervision

session.i. The supervisor verbally describes and provides the supervisee with a written contract

(or syllabus) that outlines expectations of the supervisor and supervisee; criteriafor evaluation; consequences of underperformance; tasks, functions, and goals ofsupervision; and ethical and legal considerations (e.g., confidentiality in counselingand supervision sessions).

ii. As appropriate, the specifics in the contract (or syllabus) are negotiated to meet theneeds of the particular supervisee.

iii. In academic settings, the supervisor employs written contracts specifying anddifferentiating the responsibilities of university and site supervisors.

iv. The supervisor provides the supervisee with a professional disclosure statementregarding his/her academic background in counseling and supervision, experience asa counselor and supervisor, and supervision style. Limits of confidentiality also areexplicitly delineated.

v. If the supervisor is a supervisor-in-training, that status is made clear in the professionaldisclosure document and the name and contact information of the supervisor-in-training’s supervisor is included.

vi. The supervisor emphasizes that these documents (e.g., contract/syllabus, professionaldisclosure statement) will be discussed throughout supervision as needed.

vii. The supervisor clearly delineates his/her responsibility and authority to ensure clientsafety and effective treatment.

b. The supervisor explicitly states clear parameters for conducting supervision.i. The supervisor and supervisee agreeon time, place, anddurationof supervision sessions.ii. The supervisor and supervisee discuss how the supervisee will prepare for each

supervision session relevant to the supervision format (e.g., individual, triadic, group).iii. The supervisor clearly delineates supervisor and supervisee responsibilities regarding the

preparation for and conduct of supervision.iv. The supervisor and supervisee agree on cancellation and rescheduling procedures for

supervision sessions.v. The supervisor and supervisee agree on payment for supervision (as appropriate and

permitted by state law).vi. The supervisor provides the supervisee with his/her emergency contact information,

parameters for contacting the supervisor in emergency situations, and specificinstructions for emergency protocols.

vii. The supervisor provides necessary forms and other documents to be completed by thesupervisor, supervisees, and others as appropriate to the particular supervisee, setting,and/or credentialing body.

c. The supervisor facilitates a discussion about the supervision process to foster the supervisoryworking alliance.i. The supervisor establishes the beginning of a supervisory working alliance that is

collaborative and egalitarian to assist in lessening supervisee anxiety about thesupervision process.

ii. The supervisor describes his/her role as supervisor, including teacher, counselor,consultant, mentor, and evaluator.

iii. The supervisor describes the structure, process, and content of all relevant formatsof supervision sessions (e.g., individual, triadic, peer, group supervision).

iv. The supervisor and supervisee discuss the supervisee’s past experiences withsupervision as well as preferred supervision styles and supervision interventions.

v. The supervisor initiates a conversation about multicultural considerations and how theymay affect both counseling and supervision relationships, indicating that suchmulticultural considerations will be an expected part of supervision conversations.

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2. Goal Settinga. To the extent possible, the supervisor co-develops specific goals for supervision with the

supervisee.i. The supervisor and supervisee renegotiate the supervisory contract and supervisee’s

goals as needed over the course of supervision.ii. The supervisor helps the supervisee develop goals that are realistic, measurable, and

attainable within the context of the particular academic, field placement, or post-degree practice setting.

b. The supervisor emphasizes goals that directly benefit the therapeutic alliance between thesupervisee and client and the effectiveness of services provided.i. The supervisor helps the supervisee create goals that include the core areas of

counselor competence (e.g., relationship building, cultural competencies, profession-alism) and/or addresses the traditional foci of supervision (e.g., counselingperformance skills, cognitive counseling skills and case conceptualization, diagnosisand treatment planning, self-awareness, and professional behaviors).

ii. The supervisor helps the supervisee develop goals that are based on the supervisee’sarea(s) of need and learning priorities, feedback from previous supervisors, thesupervisee’s developmental level, and the academic, field placement, or post-degreepractice setting.

iii. The supervisor ensures that the supervisee chooses goals that fit within thesupervisor’s areas of competence.

c. The supervisor is intentional about addressing and evaluating goals in each supervisionsession.i. The supervisor conducts his/her own initial and ongoing assessment of the

supervisee’s skills and, in conjunction with the supervisee’s stated goals, creates aprioritized list of skills and issues to address in supervision.

ii. The supervisor gives attention to one or more of the agreed upon goal(s) during eachsupervision session.

iii. The supervisor identifies or creates opportunities for the supervisee to displayprogress on goals.

iv. The supervisor and supervisee reviewprogress toward the statedgoals ona regular basis.v. The agreed upon goals become one basis for evaluating the supervisee’s progress and

development.

3. Giving Feedbacka. The supervisor provides regular and ongoing feedback.

i. The supervisor provides a manageable amount of feedback in each session, typicallyaddressing no more than three skills or issues.

ii. The supervisor provides a balance of challenging and supportive feedbackappropriate to the counselor’s developmental level, experience, and client needs.

iii. The supervisor provides feedback as close to the counseling session being reviewedas possible.

iv. The supervisor helps the supervisee process feedback.v. The supervisor’s feedback is based on direct observation of the client and the

counseling session (e.g., live observation, audio or video recording) as well as thesupervisee’s self-report and analysis of the session.

b. The supervisor provides direct feedback as needed.i. The supervisor focuses on supervisee behaviors that can be changed.ii. The supervisor provides constructive feedback that is specific, concrete, and

descriptive.iii. As appropriate, the supervisor offers alternatives for supervisee’s behaviors that need

to be changed, or provides directives as needed to ensure client needs are met.c. The supervisor pays attention to the multiple sources of feedback available to the

supervisee.i. The supervisor helps the supervisee gather performance feedback from multiple

sources (e.g., clients, peers, supervisors) usingboth informalmethods (e.g., observation

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of clients’ nonverbal responses) and formal methods (e.g., standardized assessmentscompleted by clients on a regular basis).

ii. The supervisor is aware that he/she is constantly providing feedback through his/herin-session behavior, including verbal and nonverbal behaviors, as well as by whathe/she does and does not address.

4. Conducting Supervisiona. The supervisor adheres to appropriate professional standards (e.g., accreditation,

certification, and licensure regulations) in establishing the frequency and modality ofsupervision sessions.i. The supervisor meets with the supervisee on a regular basis as required by the

appropriate standards (e.g., weekly individual, triadic, and/or group supervisionsessions).

ii. The supervisor conducts supervision sessions in a professional setting.iii. The supervisor meets face-to-face with the supervisee(s) for individual, triadic, and/or

group supervision.iv. The supervisor uses technology that clearly approximates face-to-face synchronous

contact, as permitted by relevant standards. (See also point f. below.)v. The supervisor adheres to appropriate standards in ways that meet the needs of the

supervisee.b. The supervisor provides a safe, supportive, and structured supervision climate.

i. The supervisor plans for supervision so that sessions (individual, triadic, and group)are structured, purposeful, and goal-oriented.

ii. The supervisor gives attention to both the personal and professional learning curves ofthe supervisee.

iii. The supervisor modifies his/her style of and approach to supervision (both within asession and across sessions) based on his/her assessment of client welfare, superviseecharacteristics, supervisee’s immediate needs, supervisee’s developmental level,supervisee’s supervision goals, environmental demands, as well as the supervisioncontext.

c. The supervisor uses a variety of supervisory interventions.i. The supervisor uses methods of direct observation (e.g., recordings of counseling

sessions, live observation, live supervision).ii. The supervisor uses interventions that address a range of supervision foci, including

counseling performance skills, cognitive counseling skills, case conceptualization,self-awareness, and professional behaviors.

iii. The supervisor selects interventions intentionally, based on an assessment of thesupervisee’s developmental level, confidence, self-efficacy, and learning style; theclinical and supervision contexts; and the needs of the client.

iv. The supervisor chooses interventions that will help the supervisee work towardhis/her learning goals.

d. The supervisor chooses a group supervision format for multiple reasons; time efficiency isnot a primary rationale.i. The supervisor is intentional about structure and goals, with particular attention to

what is developmentally appropriate, when conducting group supervision.ii. The supervisor differentiates among group, individual, and triadic supervision,

understands their complementary nature, and shares this informationwith supervisees.iii. The supervisor assists group members in establishing ground rules for the conduct of

the supervision group.iv. The supervisor uses group facilitations skills designed to enhance the working of the

group.v. The group supervisor fosters meaningful and productive feedback among the

supervisees.vi. The group supervisor does not allowdominance by one ormoremembers in the group.vii. The supervisor encourages and allows increasing autonomy, leadership, and

responsibility among group members over time and in line with supervisees’

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developmental levels (i.e., helps the group move from supervision in a group tosupervision by the group).

viii. The supervisor assists supervisees in generalizing learning from the group supervisionexperience and applying (transferring) what they learned to their own work withclients.

e. The supervisor chooses a triadic supervision format for multiple reasons; time efficiency isnot a primary rationale.i. The supervisor is intentional about structure and goals, with particular attention towhat

is developmentally appropriate, when conducting triadic supervision.ii. The supervisor differentiates among triadic, individual, and group supervision,

understands their complementary nature, and shares this informationwith supervisees.iii. The supervisor conducts triadic supervision so that the needs of both supervisees are

addressed in each session.iv. The supervisor facilitates peer feedback effectively and maintains involvement of both

supervisees during the session.v. The supervisor guides peer feedback in ways that help the supervisees learn how to

give balanced and constructive feedback.vi. The supervisor facilitates peer feedback in ways that help supervisees accept feedback

they may perceive as challenging.vii. The supervisor conducts triadic supervision in ways that deal with supervisees’

sensitive issues appropriately.viii. The supervisor seeks to make effective supervisee matches (e.g., skill level,

personality) that enhance the work of both supervisees.ix. When triadic supervision involves one peer’s review of the other peer’s counseling

session before the supervision session, the supervisor provides a structure or format forthe review that facilitates balanced and constructive feedback (e.g., What did the peerdowell? What could the peer have done differently?What did you learn from reviewingyour peer’s counseling session?).

f. The supervisor employs technology in ways that enhance the supervisory process and thedevelopment of the supervisee.i. In using technology for distance supervision, the supervisor clearly approximates face-

to-face synchronous contact (e.g., formats that allow supervisors and supervisees toattend to nonverbal as well as verbal behavior).

ii. The supervisor ensures that client and supervisee confidentiality are protected whenusing technology in supervision (e.g., takes precautions such as password protectionand encryption) that are compliant with Health Insurance Portability andAccountability Act (HIPAA) guidelines.

iii. The supervisor ensures that any technology employed in supervision is in compliancewith ethical guidelines and regulations promulgated by accreditation, certification, andlicensure bodies.

iv. The supervisor is competent in the use of the technology employed in supervision.g. In both academic and post-degree supervision, the supervisor actively evaluates the

course of supervision on an ongoing basis.i. The supervisor regularly employs methods (appropriate to the supervision context) of

gathering data on the effectiveness of supervision, in terms of both supervisee andclient outcomes.

ii. For academic settings, the university supervisor ensures that there is mutual agreementamong the university supervisor, site supervisor, and supervisee about theexpectations of each person involved in the supervision.

iii. For field-based practicum and internship students, the supervisor provides a procedureby which the supervisee can provide feedback about the site that does not result innegative consequences for the supervisee.

5. The Supervisory Relationshipa. The supervisor operates with an awareness that the supervisory relationship is key to the

effectiveness of supervision as well as the growth and development of the supervisee.

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i. The supervisor operates within the supervisory relationship with emotionalintelligence, maturity, flexibility, humility, and transparency.

ii. Within appropriate professional boundaries, the supervisor is accessible to thesupervisee.

iii. The supervisor continually seeks to enhance his/her self-awareness around supervisortraits/characteristics/factors that influence the supervisory relationship (e.g., culturalsensitivity, attachment style), based on current literature.

b. The supervisor intentionally engages with the supervisee to facilitate development of aproductive supervisory relationship and working alliance.i. The supervisor gives deliberate attention to creating a safe environment that fosters

mutual trust.ii. The supervisor views supervisee resistance as a normal response to challenge, growth,

and change.iii. The supervisor deals with supervisee resistance in productive ways, using culturally

appropriate strategies to guide, challenge, and encourage supervisees.iv. The supervisor seeks to lessen supervisee anxiety that is detrimental to supervision

while recognizing that some anxiety is inevitable, normal, and positively related tosupervisee growth. At the same time, the supervisor does not take responsibility forsupervisee anxiety that is based in the supervisee’s personality (e.g., perfectionism),but helps the supervisee take ownership of that anxiety and find ways to manage itproductively in counseling and supervision sessions.

v. The supervisor encourages the supervisee to work outside her/his comfort zone bytaking clinically appropriate risks and expanding his/her counseling approaches.

vi. The supervisor encourages the supervisee to be aware of her/his comfort levelregarding working with clients from various populations, to challenge perceivedlimitations, and expand his/her comfort zone.

vii. The supervisor recognizes that some level of conflict is inevitable in the supervisoryrelationship and helps the supervisee understand this as well; the supervisor dealswith conflict in productive ways.

viii. The supervisor attends to strains, gaps, and/or ruptures to the working alliance and/orconflicts in the supervisor relationship in ways that create an opportunity for learningand growth for both the supervisor and supervisee. Importantly, the supervisor takesresponsibility for his/her own contribution to the rupture or conflict.

ix. The supervisor elicits and is open to candid and ongoing feedback from the supervisee.x. The supervisor addresses parallel process issues and transference and counter-

transference issues in ways that are developmentally appropriate and productive forsupervisee learning and growth.

c. The supervisor attends to ethical and cultural concerns that impact the supervisoryrelationship. (See also Diversity and Advocacy Considerations and Ethical Considerationssections.)i. The supervisor promotes contextual sensitivity around factors such as race, ethnicity,

gender, sexual orientation, socioeconomic status, privilege, ability status, familycharacteristics and dynamics, country of origin, language, historical processes (e.g.,history, migration), worldview, spirituality and religion, and values.

ii. The supervisor is awareof thepowerdifferential inherent in the supervisory relationshipand is transparent about this with the supervisee. The supervisor works tominimize thepower differential while at the same time maintaining appropriate authority.

iii. The supervisor clearly defines theboundaries of the supervisory relationship andavoidsmultiple roles or dual relationships with the supervisee that may negatively influencethe supervisee or the supervisory relationship.When this is not possible, the supervisoractivelymanages themultiplicity of roles toprevent harm to the supervisee andmaintainobjectivity in working with and evaluating the supervisee.

iv. The supervisor avoids imposing his/her own meanings, interpretations, values, andbeliefs on the supervisee and/or the supervisee’s work with clients.

v. The supervisor seeks to recognize and identify his/her own transference andcountertransference issues in supervision, and seeks avenues to address these in ways

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that minimize their deleterious effects in supervision (e.g., consultation, peersupervision).

6. Diversity and Advocacy Considerationsa. The supervisor recognizes that all supervision is multicultural supervision and infuses

multicultural considerations into his/her approach to supervision.i. In an initial supervision session, the supervisor introduces issues of culture, diversity,

power, and privilege within the supervisory and counseling relationships, indicatingthese are important issues to be aware of and discuss openly.

ii. The supervisor includes cultural and advocacy competencies in the supervisorycontract, and intentionally addresses these topics throughout the supervisory process.

iii. The supervisor attends to the full range of cultural factors, including race, ethnicity,gender, sexual orientation, socioeconomic status, privilege, ability status, familycharacteristics and dynamics, country of origin, language, historical processes (e.g.,history, migration), worldview, spirituality and religion, and values.

iv. The supervisor uses culturally sensitive interventions and aims to facilitate superviseemulticultural counseling competence and cultural identity development.

v. The supervisor is aware of issues of privilege and oppression and how they affect thesupervision process with each supervisee, with particular attention to supervisees andclients with minority statuses.

vi. The supervisor helps the supervisee broach difficult topics in supervision, such asissues pertaining to social justice, and is open to discussing these in supervision.

vii. The supervisor engages in ongoing assessment of his/her own multiculturalawareness, knowledge, and skills, in counseling and supervision.

b. The supervisor encourages supervisees to infuse diversity and advocacy considerations intheir work with clients.i. The supervisor requires the supervisee to include considerations of culture, power,

and privilege in client case conceptualization and, where appropriate, diagnosis andtreatment planning.

ii. The supervisor encourages the supervisee to seek opportunities to work with adiverse client population.

iii. The supervisor encourages the supervisee to be aware of and address issues ofculture, power, and privilege that may serve as barriers to clients from diversepopulations seeking or receiving services.

iv. The supervisor works with supervisees to help them develop the knowledge and skillsnecessary for advocating with and, as appropriate, on behalf of their clients.

v. The supervisor provides the supervisee with reading and continuing educationopportunities regarding multiculturalism and advocacy as needed.

7. Ethical Considerationsa. The supervisor conveys to the supervisee that both the supervisor and supervisee are

expected to adhere to the ethical codes and guidelines endorsed by the AmericanCounseling Association, the Association for Counselor Education and Supervision andother American Counseling Association (ACA) divisions, relevant credentialing bodies,and models of ethical behavior.i. The supervisor provides the supervisee with a professional disclosure statement and

written informed consent as needed or relevant.ii. The supervisor advises the supervisee of the parameters of confidentiality in

supervision and acts accordingly. This includes how evaluations of the supervisee maybe shared with concurrent and/or future supervisors.

iii. The supervisor infuses ethical discussions throughout supervision sessions.iv. The supervisor requires the supervisee to address ethical considerations as part of

treatment planning and to document this in case notes.v. The supervisor guides the supervisee’s critical thinking process about various ethical

issues that arise in clinical work.

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vi. The supervisor provides the supervisee with policies and procedures related to thesupervisee’s due process rights and acts accordingly.

vii. The supervisor is knowledgeable of prevalent ethical violations and works towardminimizing them in supervision.

viii. The supervisor and supervisee maintain liability/malpractice insurance that covers allfacets of their supervisory/clinical work.

ix. The supervisor avoids behaviors that might lead to direct liability (e.g., failure to meetwith the supervisee as scheduled and/or as needed, neglecting important clientinformation that the supervisee shares, assigning clients to supervisees who areinadequately trained to deal with those clients’ concerns) and indirect (vicarious)liability.

x. The supervisor addresses ethical issues as needed and, when necessary, reportsethical breaches to relevant constituents (e.g., university, agency, certification and/orlicensure board) in a timely manner.

b. The supervisor continually monitors his/her own level of competence in providingsupervision and acts accordingly.i. The supervisor provides supervision only for those supervisees and clients for whom

the supervisor has adequate training and experience.ii. The supervisor limits the number of supervisees he/she supervises at any one time so

that adequate and effective supervision can be provided. At a minimum, thesupervisor adheres to limits set in accreditation standards and licensure regulations,but chooses to supervise fewer supervisees as-needed based on factors such as theneeds of the supervisees and clients, as well as personal and contextualconsiderations.

iii. The supervisor regularly seeks consultation and/or peer supervision of his/hersupervision.

iv. The supervisor is engaged in ongoing continuing education in supervision and otherprofessional development activities, including reading current literature on theconduct of supervision.

v. The supervisor conducts supervision in a manner that prioritizes supervisees’ andclients’ needs and interests rather than the supervisor’s needs.

vi. The supervisor appropriately engages in and models self-care.c. The supervisor understands that client welfare is his/her first and highest responsibility

and acts accordingly.i. The supervisor assigns the supervisee clients who are appropriate to the supervisee’s

experience, developmental level, etc., and/or adjusts supervision (e.g., frequency,closeness) as needed. If clients are assigned by others, the supervisor provides inputregarding appropriate clients (e.g., number, severity of client issues).

ii. The supervisor ensures that supervisees provide clients with professional disclosurestatements and written informed consent documents that specify that the supervisee isunder supervision and is not licensed or certified, if this is the case, and includes thename and contact information of the supervisor.

d. The supervisor does not compromise the supervisory relationship by engaging inrelationships with supervisees that are considered inappropriate.i. The supervisor does not engage in multiple relationships with supervisees nor with

supervisees’ significant others.ii. The supervisor attends to power issues with the supervisee to prevent harmful non-

sexual and sexual relationships.iii. The supervisor explains to the supervisee the appropriate parameters of addressing

the supervisee’s personal issues in supervision (identifies the issue, helps thesupervisee see the clinical implications, works to minimize the detrimental effects inthe supervisee’s clinical work, contributes to a plan for resolution that does not directlyinvolve the supervisor) and acts accordingly.

iv. If the supervisor is a doctoral student, the doctoral student’s supervisor avoids pairingsof supervisor-supervisee that would pose a conflict of interest.

v. If the supervisor is a doctoral student, the doctoral student’s supervisor is sensitive topotential conflicts due to the supervisor’s multiple roles with the doctoral student.

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e. The supervisor provides ongoing performance assessment and evaluation of the supervisee,including the supervisee’s strengths and limitations. (See also Evaluation section.)i. Early in the relationship, the supervisor outlines how the superviseewill be evaluated, by

what standards, and how and when this information will be given to the supervisee aswell as to third parties.

ii. The supervisor employs methods of direct observation of the supervisee’s work withclients.

iii. The supervisor provides the supervisee with fair and ongoing performance assessmentsand evaluations, including the supervisee’s strengths and limitations.

iv. The supervisor assesses the supervisee for impairment, blind spots, and other limitations.v. The supervisor does not include the supervisee’s personal disclosures in written

evaluations.

8. Documentationa. The supervisor maintains documentation that provides a system of supervisor

accountability.i. The supervisor maintains documentation that, at a minimum, includes the supervision

contract (signed by supervisor, supervisee, and, as appropriate, the site supervisor orothers involved in the supervisory experience), supervision session case notes, andformative and summative evaluations of the supervisee.

ii. The supervisor includes the following information in supervision session case notes:supervisee- and client-informed consent, content of what was discussed (e.g.,counseling session reviewed, client updates provided, site issues), review methodused (e.g., recorded session, live observation), goals developed for counselingsessions, and recommendations and/or directives regarding counseling session and/or client care. As needed, the supervisor also includes decision processes, problems,and remediation efforts.

iii. The supervisor does not include unprofessional remarks about the supervisee orclient, sensitive supervisee personal history information, or unsupported opinions inhis/her case notes.

iv. The supervisor documents supervision sessions so as to protect client welfare, recordsupervisee development, provide guidance for preparing for and managing futuresupervision sessions, and serve as a basis for accurate supervisee evaluations.

v. The supervisor maintains documents related to supervision sessions so that theyprotect the privacy and confidentiality of the supervisee (e.g., in a locked file cabinetor on a secure server) and are separate from any client files.

vi. The supervisormaintains documentation according to thepolicies of his/her employinginstitution, ethical codes, and other relevant guidelines (e.g., licensure regulations).When providing supervision for certification or licensure, the supervisor maintainsdocumentation until the supervisee submits such documentation for credentialing.

9. Evaluationa. The supervisor understands that evaluation is fundamental to supervision and accepts

his/her evaluation responsibilities.i. The supervisor provides both formative and summative evaluations on a regular basis.

In general, formative evaluation occurs in every supervision session and informs thesupervisee of his/her incremental progress or lack of progress. Summative evaluationoccurs at regular, stated intervals (e.g., mid-term and end of semester; every threemonths), and includes a written statement of supervisee performance.

ii. The supervisor highlights supervisee strengths and clearly indicates areas of growth inevaluations.

iii. The supervisor provides the supervisee regular opportunities to offer verbal andwritten feedback about the supervisory process, including anonymous feedback whenpossible.

iv. The supervisor regularly employs methods of direct observation of the supervisee’swork with clients, including review of entire counseling sessions to ensure that all

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phases of a session are reviewed. When a supervisee is working with more than onesupervisor (multiple supervisors, layers of supervision), at least one supervisorregularly reviews entire sessions.

v. The supervisor bases evaluations on direct observation of counselor performance(e.g., recorded counseling sessions, live observation).

vi. The supervisor uses information from a variety of sources in addition to the supervisor’sown observations (e.g., clients, peers) to evaluate supervisee performance.

vii. The supervisor reviews a representative sample of the rangeof the supervisee’swork (e.g., individual counseling, group counseling, play therapy, family counseling), range ofclients (e.g., adults, adolescents, children, families), and range of clinical issues (e.g.,grief and loss, depression, self-injury, career development).

viii. The supervisor attempts tomitigate supervisee anxiety about evaluation by establishingevaluation norms early and exploring supervisee reactions to evaluation.

b. The supervisor clearly communicates the evaluation plan to the supervisee.i. The supervisor presents, in writing, the evaluation plan (including the document/rating

form and the timeline for providing formal, written evaluations) to be used, criteria forsuccess, and consequences of underperformance to the supervisee prior to beginningsupervision. These also are discussed with the supervisee, who is provided theopportunity to ask questions.

ii. The supervisor includes core components of counselor competence in the evaluationplan, including relationship building, multicultural and advocacy competencies,professionalism, and/or items that address the traditional range foci in supervision (e.g.,counseling performance skills, cognitive counseling skills and case conceptualization,self-awareness, and professional behaviors).

iii. The supervisor incorporates the supervisee’s individualized learning goals forsupervision in the evaluation plan.

c. The supervisor encourages ongoing supervisee self-evaluation.i. The supervisor requires supervisees to complete self-evaluations, formative and

summative, as part of the evaluation process.ii. The supervisor helps the supervisee develop self-reflection and self-evaluation skills,

and fosters an expectation of regular, ongoing self-reflection over the supervisee’sprofessional life span.

d. The supervisor takes appropriate steps when remediation is necessary.i. The supervisor normalizes developmental challenges while also providing feedback in

clear and constructive language about skills and behaviors that need to be remediated.ii. When remediation is necessary, the supervisor notifies the supervisee promptly. The

supervisor recommends specific interventions relevant to the area of deficit. Thesupervisor prepares a written remediation plan that includes clear objectives,requirements, a timeline, and consequences of compliance and noncompliance.

iii. If the remediation plan includes personal counseling, the supervisor avoids dualrelationships and invasion of supervisee privacy.

10. Supervision Formata. The supervisor employs various supervision formats (e.g., individual, triadic, peer/

colleague review, group supervision) in ways that adhere to accreditation standards andregulations of credentialing bodies (e.g., frequency of individual and group supervision)and that meet the needs of the supervisee, is appropriate to the site, and adequatelyaddresses the needs of clients.

b. The supervisor does not choose a format based on what may be convenient for thesupervisor (e.g., saves time).i. When more than one supervisee is involved, the supervisor chooses or creates a

structure and process that maximizes supervisee involvement and constructive peerfeedback.

ii. The supervisor addresses the parameters of confidentiality in supervision formats withmultiple supervisees (i.e., triadic, peer, group), including information shared aboutclients and supervision group members.

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iii. Whenever possible, the supervisor is intentional in pairing supervisees for peer,triadic, and group supervision.

iv. The supervisor ensures that, during triadic, peer, and group supervision, constructivefeedback is provided and the process is not detrimental to the supervisees involved.

11. The Supervisora. The supervisor is competent in providing clinical supervision.

i. The supervisor is a competent and experienced practitioner who has knowledge of arange of theoretical orientations and techniques and experience with diverse clientpopulations, as relevant to their counseling setting.

ii. The supervisor is highly competent, morally sensitive, and ethical in the practices ofcounseling and supervision.

iii. The supervisor has formal training in clinical supervision.iv. The supervisor possesses a strong professional identity as a counselor and supervisor.v. The supervisor is knowledgeable about required and recommended experiences that

promote self-efficacy, development, and competence in supervisees (e.g., practicumand internship students as well as post-degree counselors).

vi. The supervisor is competent in multicultural counseling and supervision.vii. The supervisor is competent in implementing advocacy competencies in counseling

and supervision.viii. The supervisor abides by his/her state counselor and supervisor licensing

requirements as well as national counselor and supervisor credentialing requirements.ix. The supervisor employs an appropriate ethical decision-making model in responding

to ethical challenges and issues and in determining courses of action and behavior forself and supervisee.

x. The supervisor possesses a range of knowledge and skills in working with diversesupervisees.

xi. The supervisor individualizes supervision based on the specific needs of thesupervisee (e.g., learning goals, developmental level, learning style).

xii. The supervisor incorporates elements of other supervisory styles if his/her preferredstyle of supervision does not enhance or challenge the supervisee’s professionaldevelopment and growth to the fullest.

xiii. The supervisor maintains regular and accurate supervision records.b. The supervisor can clearly describe the purpose of clinical supervision and distinguish it

from the counseling process as well as from administrative and program supervision.i. The supervisor views supervision as an educational and developmental process.ii. The supervisor is intentional and proactive.iii. The supervisor is able to make the cognitive shift from thinking like a counselor to

thinking like a supervisor.iv. The supervisor avoids acting as the supervisee’s counselor.v. The supervisor is aware of the power differential that exists between supervisor and

supervisee, does not let it threaten supervisory trust, and makes power issuestransparent.

vi. The supervisor understands, accepts, and acts on her/his role as an evaluator andprofessional gatekeeper, continually monitoring and evaluating the supervisee’spractice of counseling to protect and safeguard the well-being of clients.

vii. The supervisor encourages supervisee autonomy as appropriate.viii. The supervisor can clearly articulate her/his role as supervisor, including teacher,

counselor, consultant, mentor, and evaluator.ix. The supervisor practices and promotes professional boundaries in supervision,

thereby acting as a role model to the supervisee.x. The supervisor demonstrates professionalism in an effort to encourage the supervisee

to exhibit similar behavior.c. The supervisor has a collaborative relationship with additional supervisors with whom the

supervisee may be working (e.g., clinical, administrative, and/or program supervisor atthe university, practicum or internship site, and/or work setting).

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i. The supervisor works to differentiate roles and responsibilities of each supervisor.ii. The supervisor establishes a communication method with other supervisors that

enhances each supervisor’s work with the supervisee.iii. The supervisormanages any conflict with other supervisors respectfully and responsibly.

d. The supervisor engages in self-reflection and other avenues of personal professionaldevelopment.i. The supervisor explores his/her own cultural identity, including issues of power and

privilege, as well as how these affect his/her values and beliefs about counseling andsupervision.

ii. The supervisor integrates his/her own cultural self-awareness (see 11.d.i. above) into thesupervisor role.

iii. The supervisor is actively interested in other cultures and values ecosystemic differences.iv. The supervisor continually seeks and accepts new perspectives from the supervisee and

others.v. The supervisor seeks active membership in relevant professional organizations, pursues

counseling and supervision credentials, and is involved in ongoing professionaldevelopment activities regarding supervision.

vi. The supervisor regularly reads research and other scholarly literature about supervision,and bases his/her supervision practice on current knowledge of best practices insupervision.

vii. The supervisor solicits effectiveness feedback from the supervisee and responds tofeedback by paying attention to what can/needs to be changed in the supervisoryrelationship or the supervisory context.

viii. The supervisor is aware of, explores, and monitors his/her own strengths, limitations,abilities, and resources.

ix. The supervisor is open to ambiguity and the absence of knowledge, and does notpretend to have all the answers.

x. The supervisor has the courage to be imperfect and not expect perfection from self, thesupervisee, and others.

xi. The supervisor challenges himself/herself to take appropriate risks in supervisionpractices and acts out of his/her comfort zone.

xii. The supervisor views errors in supervision as learning opportunities.xiii. The supervisor engages in critical self-reflection and self-care, and avoids professional

stagnation and burnout.xiv. The supervisor is self-evaluative and regularly seeks out supervision or peer consultation

of supervision practices.e. The supervisor manages supervisory relationship dynamics competently and appropriately.

i. The supervisor bases assessments, evaluations, and developmental feedback onsupervisee behavior rather than supervisee personality traits.

ii. The supervisor understands supervisee resistance and manages it effectively.iii. The supervisor emphasizes the supervisee’s intrinsic motivation rather than extrinsic

motivation.

12. Supervisor Preparation: Supervision Training and Supervision of Supervisiona. The supervisor has received didactic instruction and experiential training in clinical

supervision (concurrent and/or sequential).b. The supervisor’s training is based in a developmental perspective and approach.c. The supervisor’s didactic instruction includes all the topics identified in guidelines

published by relevant professional organizations (e.g., Association for Counselor Educationand Supervision [ACES]) and credentialing bodies (e.g., National Board for CertifiedCounselors [NBCC], Certified Rehabilitation Counselor [CRC]). At a minimum, this didacticinstruction includes the following: models of supervision; models of counselordevelopment; formats of supervision; supervisory relationship dynamics; supervisionmethods and techniques; multicultural considerations; counselor assessment, feedback,and evaluation; executive/administrative skills; ethical, legal, and professional regulatoryissues; and research on these topics.

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d. The supervisor’s training emphasizes theoretical and conceptual knowledge, skills andtechniques, and self-awareness.

e. The supervisor’s training includes appropriate application of teaching, counseling, andconsulting skills in supervision.

f. The supervisor’s training emphasizes the role modeling that the supervisor provides in allhis/her interactions with the supervisee.

g. The supervisor’s training emphasizes the supervisory relationship as the primary vehicle forlearning in supervision.

h. The supervisor’s training includes an emphasis on managing the delicate balance ofchallenge and support of the supervisee.

i. The supervisor’s training includes instruction in relevant learning theories, principles, andresearch.

j. The supervisor is trained to understand that his/her focus includes both the clinical and theprofessional development of the supervisee.

k. The supervisor’s training includes recognition of the need for different approaches, formats,structures, and types of supervision for different supervision settings (e.g., universities,agencies, schools, privately contracted).

l. The supervisor articulates a personal philosophy of supervision as a result of training andsupervised experience as a supervisor.

m. The supervisor’s training includes supervision of supervision based in some form of directobservation of his/her work with supervisees.i. Supervision of supervision follows the guidelines of relevant accreditation standards and

credentialing bodies.ii. Supervision of supervision adheres to all relevant “best practices” identified in this

document.

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